In September of 2003, I began my first semester as a doctoral student in the Philosophy and Education program at Columbia University’s Teachers College. As I was creating my course schedule, my advisor informed me that I would need a few electives from another department. Fortunately, there would be a course of interest, a semester-long study of Immanuel Kant, offered in the Department of Communication, Computing, and Technology in Education. As a humanities student, I would never have thought to look for courses in a department with “technology” in the title. Yet I learned that there were indeed humanities courses on offer there by someone who was trained as a historian and was equally well-versed in philosophy, Professor Robert O. McClintock. I signed up for his Kant course, and it was precisely the kind of experience I sought — a reckoning with the educational ideals in and educational implications of Kant’s work. I took his seminar on G. W. F. Hegel during the next semester, and that was in turn followed by a seminar on Max Weber. In rather quick order, Robbie — as he preferred students to call him, rather than Professor McClintock — became a person to whom I turned regularly for both guidance on my scholarship and wisdom about the ways of academia. After I left Teachers College, he remained one of my most important scholarly interlocutors, always enthusiastic about and generously critical of the manuscripts that I have never ceased sending him.

中文翻译：

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作为学者和教师的乐观主义者：对罗比·麦克林托克的欣赏

2003年9月，我在哥伦比亚大学师范学院哲学与教育专业攻读博士学位的第一学期开始了。在制定课程表时，我的顾问告诉我，我需要其他部门的一些选修课。幸运的是，将有一个有趣的课程，即伊曼纽尔·康德（Immanuel Kant）的为期一个学期的研究，该研究在通信，计算和技术教育学系提供。作为人文学科的学生，我从来没有想过要在标题为“技术”的系中寻找课程。然而，我了解到，确实有一些人接受过历史课程的培训，当时他是受过历史学家培训并且精通哲学的罗伯特·O·麦克林托克教授。我报名参加了他的康德课程，而这恰恰是我所寻求的那种体验-兼顾了康德作品的教育理念和教育意义。下个学期，我参加了他关于GWF黑格尔的研讨会，随后又举办了关于Max Weber的研讨会。很快，罗比（Robbie-他更喜欢学生叫他，而不是麦克林托克（Mclintock）教授-）成为了我经常向他求助的人，以提供我的学术指导和对学术方法的智慧。我离开师范学院后，他仍然是我最重要的学术对话者之一，始终对我从未停止寄给他的手稿充满热情并大加批评。随后是关于Max Weber的研讨会。很快，罗比（Robbie-他更喜欢学生叫他，而不是麦克林托克（Mclintock）教授-）成为了我经常向他求助的人，以提供我的学术指导和对学术方法的智慧。我离开师范学院后，他仍然是我最重要的学术对话者之一，始终对我从未停止寄给他的手稿充满热情并大加批评。随后是关于Max Weber的研讨会。很快，罗比（Robbie-他更喜欢学生叫他，而不是麦克林托克（Mclintock）教授-）成为了我经常向他求助的人，以提供我的学术指导和对学术方法的智慧。我离开师范学院后，他仍然是我最重要的学术对话者之一，始终对我从未停止寄给他的手稿充满热情并大加批评。